NES Elementary Education Subtest 1

reading, writing, listening, and speaking

demonstrate an understanding of the foundations of language development, oral language skills, listening comprehension skills, and phonological and phonemic awareness.

Time to talk about things that interest and excite children.

Exploring rhythms, sounds, and tones that young children delight in as they work and play.

Experiences rich in rhythm and rhyme encourage children to play with words.

Children discover new words and meanings as they listen to good stories — either told or read aloud.

Times during the day when conventions of shared conversations are learned and practiced.

Emergent Literacy

fundamental, relevant

listen, respond

Language Experience Approach

LEA

use of the same consonant at the beginning of each stressed syllable in a line of verse

There are many factors that cause language delay, both environmental and physical. Common conditions include inadequate language stimulation (neither talking to nor playing with the child); delayed general development; parents/guardians or siblings who often talk for the child; medical and physical problems; family history of language delay; learning disabilities; and autism spectrum disorders (ASD).

Autism Spectrum Disorders

receiving, interpreting, responding

receiving, attending, assigning meaning

pre-listening, during listening, after listening

distinguishing beginning consonant sounds, for example

for enjoyment

to evaluate a message

to understand a message

the study of the sound system of a given language and the analysis and classification of its phonemes

(linguistics) one of a small set of speech sounds that are distinguished by the speakers of a particular language

an understanding that words are composed of sound units and that sound units can be combined to form words.

a written symbol that is used to represent speech

a method of representing the sounds of a language by written or printed symbols

the awareness that language is composed of sounds and the understanding of the relationship of these sounds, such as rhyming and identifying sound units such as words in sentences, syllables, onsets, and rimes.

syllable

the consonant sound that precedes the vowel of the syllable

the vowel and any consonant sound that follows the onset.

refers to the ability to focus on, hear, identify, and manipulate phonemes, or the individual sounds that make up spoken words.

is a child's ability to recognize the separate sound units of words

is a child's ability to string together phonemes in a meaningful way to create words.

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—recognizing the individual sounds in words. For example, "Tell me the first sound you hear in the word top (/t/)."

recognizing the common sound in different words. For example, "Tell me the sound that is the same in pig, pot, and pie (/p/)."

turning one word into another by substituting one phoneme for another. Phoneme substitution can take place for initial sounds (top-mop), middle sounds (top-tap) or ending sounds (top-tot).

identifying the individual sounds of a word. For example, knowing that the word top is composed of the phonemes /t/, /o/, and /p/.

being able to blend phonemes into words. For example, if the teacher says the phonemes /t/, /o/, /p/, the children respond with the word top.

being able to identify a sound that has been deleted from a word. For example, the teacher says the word top and asks the children to repeat it. Then he or she instructs the children to repeat the word without a sound.

Concepts of print

Holding a book the right way Turning the pages from right to left Knowing where to begin reading on a page Moving one's eyes from left to right and then to going back to the beginning of the next line down Knowing that pages are read from top to bottom Understanding that books have a front and back

Model what readers do when they read a text aloud. Point to words as they read. Explain what the punctuation is for. Encourage students to take part in the reading activity (pointing to the words, or turning the pages).

the alphabetic principle

Children learn letter names by singing songs and by reciting rhymes. They also learn letter names as they see them in their own names, in the names of family members, and in familiar contexts such as signs, t-shirts, cereal boxes, television commercials, and other environmental print.

Children learn letter shapes as they play with blocks, plastic letters, alphabet books, and computer games.

Children best learn the sounds letters represent (individual phonemes) in relationship to letters. Activities that ask children to segment beginning sounds can be played with puppets, I Spy riddles, or identifying objects that have certain beginning sounds. Teachers typically exaggerate beginning letter sounds and ask students to listen for and mimic those sounds. Follow up activities ask children to match letter sounds to pictures.

the ability to decode a printed text easily, accurately, expressively, and at an appropriate rate

teaching reading by training beginners to associate letters with their sound values

forming or dividing words into syllables

the ability to recognize words quickly, effortlessly, and accurately

requires an understanding of effective instruction in phonics and word analysis skills to support the development of reading fluency.

the study of poetic meter and the art of versification

is focused on promoting students' automatic recognition of words that occur with the highest frequency in texts, including words that follow regular phonics patterns as well as those that do not.

is knowledge of the correspondences in an alphabetic language between letters or letter patterns and the sounds of spoken language represented by those letters (i.e., grapheme-phoneme relationships).

an affix that is added at the end of the word

an affix that added in front of the word

attach or become attached to a stem word

sight word vocabulary

high-frequency words

100, 50

(e.g., speaking, listening, writing, reading)

word parts

*the admissible arrangement of sounds in words. * the study of the internal structure of words and of the rules by which words are formed.

a meaningful morphological unit of a language that cannot be further divided (e.g., in, come, -ing, forming incoming).

the patterns of stress and intonation in a language

closed (bad), open (hi), vowel-consonant-silent e (bike), vowel teams (loan), r-controlled (car), consonant - le (table), others (sion, tion, ture, etc)

Emergent Speller/Reader, Letter Name-Alphabetic Spelling/Beginning Reader, Within Word Pattern Spelling/Transitional Reader, Syllables and Affixes Spelling/Intermediate Reader, Derivational Relations Spelling/Advanced Reader

of or relating to the rhythmic aspect of language or to the suprasegmental phonemes of pitch and stress and juncture and nasalization and voicing

Fluent reading

is defined as fast, accurate, and effortless word identification at the single word level.

Fluency

Reading with expression

Accuracy. The student's ability to identify words in a text correctly. Rate. The student's ability to read at a rate appropriate for comprehension. Prosody. The student's ability to read in phrases and with expression that both supports and reflects comprehension of the text.

All students, directed by the teacher or another student, read aloud together as a choir would sing together.

The teacher or a skilled student partner reads a text aloud sentence-by-sentence or line-by-line (in poetry), and has students chorally mimic his or her style.

Students read a passage several times as their teacher offers suggestions of areas for improvement (e.g., accuracy, rate, rhythm, intonation, phrasing).

One student reads the text silently and then reads the passage aloud to his or her partner. The listener offers constructive feedback and the reader reads the text a second time.

An upper-grade student or a more proficient reader takes turns reading aloud with a less skilled reader or listens to the less skilled reader read aloud and then offers constructive feedback or discusses what is happening in the text.

differentiation strategies

can be succinctly defined as the process of interpreting and making meaning from what is being read; it has long been considered the primary goal of reading instruction.

addresses the instructional strategies and skills that research identifies as effective in teaching reading comprehension and vocabulary.

Literal comprehension requires students to locate and recognize information that is stated explicitly in the passage such as facts, stated main ideas and supporting details, the sequence of events, or cause-and-effect relationships. A reader's background knowledge facilitates the ability to glean literal information from the text and connect it to known information.

Inferring ideas and cause-and-effect relationships that are not explicitly stated in the text are examples of inferential comprehension activities. Inferring and making predictions based on those inferences requires students to "read between the lines" or "beyond the lines" to suggest meanings that are not explicitly stated in the text. Once again, a reader's background knowledge can help the reader make inferences based on previous experiences and prior knowledge that support the visualization and interpretation of implicit information shared in the text.

Evaluating text may mean distinguishing between fact and opinion and drawing conclusions about a text's meaning. Evaluating as a part of the comprehension process also requires students to detect faulty reasoning or bias, construct a personal opinion about the information in the text, and make personal connections to the text. During the evaluative reading process, readers judge the quality and validity of the written material and the effectiveness of the message.

purposeful, active

Predicting, Think-alouds, Text Structure, Visual Representation in Texts, Questions and Questioning, Summarization

Good readers not only use comprehension strategies but constantly monitor their comprehension so they recognize when they need to use particular strategies to help them understand what they are reading. Comprehension monitoring is "thinking about thinking" and is self-reflective. Comprehension monitoring instruction has positive effects on standardized reading comprehension test performance (Summary of National Reading Panel Report, 2002).

Tier I

Tier II

Tier III

addresses the idea that there are different types of texts and graphic resources. Different texts and graphic resources are used for a variety of and teachers must offer experiences with a wide assortment of text in reading instruction to help students develop into capable readers.

Fictional

Dramatic works (or plays)

The way an author creates, develops, and presents characters.

Events in a story that move the plot forward. Rising action involves conflicts and complications and usually builds toward the climax.

A figure of speech which involves a direct comparison between two unlike things, usually with the words like or as. Example: Stop it! You're acting like a baby.

The repetition of the same consonant sound at the beginning of several words in close succession. Example: Peter Piper picked a peck of pickled peppers.

Traditional literature encompasses stories originally shared in an oral tradition through storytelling. Thus, traditional literature includes stories that have been passed down from generation to generation, sharing cultural traditions and values. Stories included in this genre can be further broken down as

Aesop (6th century BC).

Expository or informational texts enlighten readers by imparting factual information with verifiable knowledge, promoting critical thinking about that knowledge. Examples of informational texts include some picture and chapter books, content area textbooks, newspapers, journal articles, and photographic essays.

description, sequence, comparison, cause-and-effect, and problem-solution.

Question-Answer-Relationships (Raphael, 2006) guide students to generate a number of questions when reading informational text. The student differentiates between the types of questions asked and seeks answers that satisfy literal, inferential, or evaluative comprehension questions.

Right there questions. These are answers to literal questions students will find right in the text. Think and search questions. Answers that students will find in the text but will need to hunt for them. Often, these are inferential questions. Author and me questions. These questions are a combination of ideas the author shares and some the reader thinks of. These questions are inferential and applied. On my own questions. Answers for these questions require that readers critically analyze what is read, draw some conclusions, and come up with applied, evaluative responses.

In contrast to plain folks, this propaganda technique suggests that the use of the product makes the customer part of an elite or exclusive group.

requires that you understand the processes, conventions, and key elements of both written and oral communication.

characterized by recurrence or repetition, in particular

Clustering.

Free-writing.

occurs on three general levels: the intrapersonal, interpersonal, and academic levels.

communication is communicating with oneself. It encompasses such activities as thought processing, personal decision making, self-talk, listening, and determining self-concept.

refers to communication that takes place between two or more persons who establish a communicative relationship. Forms of interpersonal communication include face-to-face or mediated conversations, interviews, and small-group discussions.

is formal classroom talk intended to inform or persuade.

Academic communication, efferent

pupa of a moth or butterfly enclosed in a cocoon

social variation

govt

Articles of Confederation

Article 1

Article 2

Article 3

federalism

citizenship

EU capital in Brussels, Belgium.

Whenever limited resources are used to satisfy one want or need, there are other wants and needs that remain unsatisfied. Opportunity cost is the next best alternative that must be given up when a choice is made. Opportunity Cost

Interdependence Decisions by Business A affect the decisions of other businesses and the decisions of other businesses affect the decisions of Business A.

The four basic factors used to produce goods and services- labor, capital, land, and entrepreneurship.

What will we produce with our resources? How will we produce these goods? For whom will we produce these goods?

In traditional economies, answers to three basic economic questions are based on how they were addressed in the past. There is little difference from generation to generation about who will do what and how it will be done; if your family grows wheat, you will be a wheat farmer, too. New ideas or ways of doing things are generally rejected. Traditional economies are most often found in rural regions with high levels of subsistence farming.

In command economies, government provides all the answers to the three basic economic questions state planners decide which goods and services are produced and how they are distributed. The state owns all property and controls all resources, including land, labor, and capital. Consumer needs receive little attention in this type of economy. The former Soviet Union is an example of a command economy.

In market economies, the three basic economic questions are answered by individuals and privately owned corporations rather than by the government. The exchange of goods, services, and information takes place in a free market governed by the law of supply and demand, which determines the price of goods and services.

In mixed economies, both government and the marketplace answer the three basic economic questions. Individuals and firms enjoy varying degrees of economic freedom, but they are also subject to a range of government regulation. Common examples of mixed economies include the United States, Canada, Australia, Japan, Germany, the United Kingdom, and Italy.

(subdivided into Paleolithic—a span beginning more than a million years ago in which several Homo species used crude rock tools; Mesolithic—about 12000 to 7000 years ago; Neolithic—7000 to about 5500); the Bronze Age (5500 to 3200 years ago); and the Iron Age (starting about 3200 years ago).

a span beginning more than a million years ago in which several Homo species used crude rock tools;

about 12000 to 7000 years ago;

7000 to about 5500);

(5500 to 3200 years ago);

(starting about 3200 years ago).

496 CE

Dark Ages.

Han

Tang

Olmecs

a geographic region made up of Mexico and Central America.

570-580

Bantu

Era 1: The beginnings of human society

: Early civilizations and the emergence of pastoral peoples (4000-1000 BCE)

: Classical traditions, major religions, and giant empires (1000 BCE-300 CE)

: Expanding zones of exchange and encounter (300-1000 CE)

: Intensified hemispheric interactions (1000-1500 CE)

: The emergence of the first global age (1450-1770 CE)

: Portuguese explorer Bartholomeu Diaz rounded the Cape of Good Hope.

: Italian mariner Christopher Columbus reached the Bahamas on October 12. Later, he visited Cuba and Hispaniola.

: John Cabot (Giovanni Caboto), an Italian explorer, navigated the coast of Newfoundland.

: Portuguese explorer Vasco da Gama founded colonies in India.

: Amerigo Vespucci, an Italian maritime explorer, discovered the mouth of the Amazon River. The continent of America was named after Vespucci.

: Portuguese explorer Pedro Cabral became the first European to enter Brazil.

: Juan Ponce de Leon, a Spanish explorer and governor of Hispaniola, discovered Florida.

: Spanish conquistador Herman Cortes crushed the Aztec Empire and its capital, Tenochtitlán.

: The Portuguese explorer Ferdinand Magellan led the first expedition to circumnavigate the globe.

: French navigator Jacques Cartier discovered the St. Lawrence River.

: Colonization and settlement (1585-1763)

French explorer in Nova Scotia who established a settlement on the site of modern Quebec (1567-1635)

English navigator who discovered the Hudson River

The Mayflower Compact was the first governing document of Plymouth Colony. It was written by the Separatists, also known as the "Saints", fleeing from religious persecution by King James of Great Britain. They traveled aboard the Mayflower in 1620 along with adventurers, tradesmen, and servants, most of whom were referred to as "Strangers".

English clergyman and colonist who was expelled from Massachusetts for criticizing Puritanism

Englishman and Quaker who founded the colony of Pennsylvania (1644-1718)

Triangular trade, or triangle trade, is a historical term indicating trade among three ports or regions. Triangular trade usually evolves when a region has export commodities that are not required in the region from which its major imports come. Triangular trade thus provides a method for rectifying trade imbalances between the above regions.

James Edward Oglethorpe (22 December 1696 - 30 June 1785) was a British general, Member of Parliament, philanthropist, and founder of the colony of Georgia. As a social reformer, he hoped to resettle Britain's poor, especially those in debtors' prisons, in the New World.[1]

: Revolution and the New Nation (1754-1820s)

: Expansion and reform (1801-1861)

: Civil War and Reconstruction (1850-1877)

Dred Scott v. Sandford, 60 U.S. 393 (1857), was a landmark decision by the U.S. Supreme Court in which the Court held that African Americans, whether slave or free, could not be American citizens and therefore had no standing to sue in federal court,[2][3] and that the federal government had no power to regulate slavery in the federal territories acquired after the creation of the United States.

1860

Fort Sumter

: The development of the industrial United States (1870-1900)

: The emergence of modern America (1890-1930)

Progressivism

: The Great Depression and World War II (1929-1945)

December 1941.

: Postwar United States (1945-early 1970s)

1950

: Contemporary United States (1968-the Present)

Zoser, Imhotep

India's first civilization arose in the Indus Valley 2500 - 1500 BC. The Indus River stretches across the northwestern part of India from its source high in the snowy Himalayan peaks. Its frequent floods left behind a fine-grained soil called silt in which the crops grew very well. A number of towns were neatly laid out along the Indus, indicating that a strong central government engaged in planning activities. One of the most impressive of these towns was Mohenjo-Daro, a busy city of over 35,000 people, filled with craft shops operated by beadmakers, potters, shell workers, and metal workers. In the center of the cities were huge grain storage rooms called citadels.

Huang He

Invention of the wheel and plough in Mesopotamia (present-day Iraq); invention of the sail in Egypt: three fundamental inventions for trade, agriculture, and exploration.

Invention of writing in Mesopotamia: the means to record and understand human history.

Founding of the first cities in Sumeria (present-day Iraq): origin of modern social and administrative structures.

Modern alphabet invented: the essential means of communication of complex concepts and culture.

Beginning of Greek civilization: essential to Western heritage and the root of mathematics, philosophy, political thinking, and medicine.

Foundation of Rome: the Roman Empire is a pillar of the modern age, producing ideas on justice, law, engineering and warfare.

Invention of ironworking: metallurgy is the key to further technical, economic, and military developments.

Birth of Confucius, the founder of one of the world's major philosophical systems.

Birth of Buddha, founder of one of the world's major religions.

Founding of the Roman Empire: this is the start of the classic period of Roman domination in Europe and the Mediterranean.

Birth of Jesus Christ, founder of the many branches of Christianity. The exact date is disputed.

First use of modern paper: this replaced stone, slate, papyrus and vellum as a cheap and convenient medium.

Unification of China under the Western Chin dynasty creates the political shape of modern China.

Roman Emperor Constantine converts to Christianity: this made it possible for Christianity to spread across Europe.

Fall of the Roman Empire in the West ends 800 years of Roman hegemony. The creation of modern Europe begins.

Birth of Muhammad, founder of one of the world's great religions.

Printing invented in China: an essential step in mass communication/ administration/cultural dissemination.

Charlemagne crowned Emperor of the new Western Empire. This marked the point at which Europe began to reintegrate. The Holy Roman Empire lasts for 1,000 years.

Genghis Khan begins his conquest of Asia. This has a major impact on Asian development and the movement of peoples.

Magna Carta signed by King John at Runnymede: this is the origin of the modern concept of constitutional rule.

Fall of Constantinople to the Ottoman Turks: Almost 500 years of Turkish domination of the Eastern Mediterranean, North Africa and the Middle East begins.

First book printed with moveable type: Johannes Gutenberg's revolution in printing technology makes mass-market reading possible.

Christopher Columbus discovers the New World, bringing the Americas into a global trading/cultural system.

Invention of the watch: essential to a modern economy and administration, this introduces the concept of regular timekeeping.

Martin Luther launches the Reformation. It is the start of Protestant Christianity and the idea of religious individualism.

Cortes begins his conquest of South America, which becomes part of the wider world economic and political system.

Isaac Newton publishes Principia Mathematica, the foundation of modern physics.

American Declaration of Independence determines the political evolution of the New World and the rise of American power.

French Revolution marks a fundamental break with the tradition of monarchy; the "rights of man" are enshrined.

Rocket steam locomotive built, marking the start of the railway age of cheap, fast land transport.

Benz develops first gasoline-driven car, starting the most profound technical and social revolution of the modern age.

New Zealand introduces unrestricted women's suffrage. At this point women win the principle of full political equality.

Einstein's theory of relativity published. It transforms the nature of modern physical knowledge.

Russian Revolution creates the first successful, long-term revolutionary state

End of the First World War. The Habsburg and Ottoman empires collapse; maps of Europe and the Middle East are redrawn.

Outbreak of Second World War: 50 million die worldwide from 1939-45 in the world's largest and most deadly conflict, which ends the long age of imperialisms.

End of Second World War; when the first nuclear bomb is detonated, mankind develops the means to destroy itself.

Communist China founded: China is created as a single territorial unit with a common administration and a modernizing economy.

Invention of the silicon chip is the major technical invention of the past century, making possible the computer age.

Collapse of Communist regimes in Europe: marks the end of the long communist experiment; Asian communism is also transformed.

The Norman conquest of England began with the invasion of the Kingdom of England by the troops of William, Duke of Normandy, and his victory at the Battle of Hastings. This resulted in Norman control of England.

The Crusades were a series of religiously sanctioned military campaigns waged by much of Latin Christian Europe and the Holy Roman Empire to restore Christian control of the Holy Land.

Genghis Khan (Chinggis Khan) is one of history's most dynamic leaders. During his lifetime, he conquered more territory than any other conqueror, and his successors established the largest contiguous empire in history.

The Hundred Years' War was a series of separate wars between two royal houses for the French throne, which was vacant with the extinction of the senior Capetian line of French kings. When Edward III of England, whose mother had been a French princess, claimed the French crown in 1337, war broke out between the rival powers.

The Fall of Constantinople brought about the defeat of the Byzantine Empire by the Ottoman Empire.

The Conquest of Peru was the military conquest of the Inca Empire by Spanish conquistadores.

The Thirty Years' War was one of the most destructive conflicts in European history. It resulted from power struggles between the Kings of France and Habsburg rulers of the Holy Roman Empire and Spain. War was fueled by conflicts between Calvinism and Catholicism.

The Seven Years' War was a major military conflict that involved all of the major European powers of the period. The war arose out of the attempt of the Austrian Habsburgs to win back the rich province of Silesia, which had been wrested from them by Frederick II the Great of Prussia. But the Seven Years' War also involved overseas colonial struggles between Great Britain and France in the New World and Far East.

The French Revolutionary Wars were a series of major conflicts fought between the French Revolutionary government and several European states hostile to the Revolution.

The Napoleonic Wars were a series of conflicts fought between France under the leadership of Napoleon Bonaparte and a number of European nations. They arose from the French Revolutionary Wars and engaged nearly all European nations in a bloody struggle that spilled into Egypt, North America, and South America.

This is sometimes called the second American war of independence. During the Napoleonic Wars, Great Britain sought to restrict French trade. The Americans had been supplying many needed goods to France, so the British blocked all trade between the French and the United States. Only vessels that had first passed through a British port were allowed to sail unimpeded to the United States. Also, the British government in Canada was actively supporting Native American uprisings in the continental U.S. and her western territories. The resulting conflict between Great Britain and the United States ended in a draw; there were no territorial concessions made by either side. Relations between the United States and Britain would remain peaceful throughout the 19th century.

On June 25, 1950, North Korean forces moved without warning across the 38th parallel. The United States and the United Nations came to the aid of the South Koreans in repelling the communist invasion. The Korean War demonstrated that the United States would be willing to do everything possible to prevent the spread of communism. South Korea afterward became an important military base for the United States with thousands of American troops stationed there.

As in Korea, U.S. involvement in the Vietnam conflict represented an effort to prevent the spread of communism. Despite the deaths of more than 58,000 U.S. soldiers, the war ended in the defeat of South Vietnam and the reunification of the country in 1975. The United States suffered a significant blow to its reputation as a world superpower, and the cost of the war damaged its economy.

physical geography, human (cultural) geography

Physical Geographers

the mass of air surrounding the Earth

the watery layer of the earth's surface

the regions of the surface and atmosphere of the Earth (or other planet) where living organisms exist

the solid part of the earth consisting of the crust and outer mantle

Traits Diffusion Acculturation Cultural regions

the adoption of the behavior patterns of the surrounding culture

the spread of social institutions (and myths and skills) from one society to another

This area considers how the development and use of tools affect the ability of people to control and adapt to their natural environment. Major technological developments include the printing press (1454), light bulb (1848), telephone (1876), television (1925), microchip (1958), laser (1960), fibre optics (1966), Internet (1969), and personal computer (1977). Despite their benefits, many technological innovations have produced unwanted pollution, depleted natural resources, and caused other negative consequences.

the application of soil and plant sciences to land management and crop production

3

push-pull, push, pull

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